H\3b 

"TV. 



LIBRARY OF CONGRESS 



027 249 332 7 # 






PN 4130 
.F6 

Copy * 



AN ARGUMENT.... 



...FOR THE... 



STUDY OF 
EXPRESSION 






WITH A CURRICULUM Or WORK 



TOR ITS DEVELOPMENT. 



. . . BY_ 



3 j/ jj/<r-P~i 



Frank S. Fox, B. S., A. M. *«■ 

Teacher of Elocution, Expression and Oratory. 
Treatment and Cure of Stammering and Stuttering from 

a Psychical Basis. 
Entertainer, Institute Instructor and Lecturer. 

COLUMBUS, OHIO. 



Copyrighted by prank s. Pox June 1896. 



PRICE, 1? CENTS. 



»flM.|3« 



Entered according to Act of Congress, in the year 1896, by 

Frank S. Fox, 
In the Office of the Librarian of Congress at Washington. 



PRESS OF HANN & ADAIR, COLUMBUS, O. 







Yours truly, 



&r-%/w4' q£, &o%>, 



Teacher, Entertainer and Lecturer, 



PREFATORY. 

We offer no apology for this booklet. There are 
persons who will take exception to it, either in its entirety 
or in part. But it must be so; for we are not always 
understood. It has been prepared with the hope that 
some persons, at least, may be led to take a broader, and 
so, more comprehensive view of the triple department — 
Elocution, Expression, Oratory. Criticism of these studies 
as an educational factor comes from those persons who 
know nothing of the study, or hold erroneous ideas con- 
cerning it. This class we humbly ask to lay aside their 
antipathy and consider the "Argument" and "Is there a 
place in the educational field " for the study? Those who 
as yet have formed no definite opinion, we trust it will not 
be asking too much of them to read all. If the effort put 
forth will help to lift the study to its rightful place in the 
great plan of education in our country, we shall be satisfied. 
I am grateful to the large number of persons who have so 
kindly encouraged me in my work, who helped to make it 
known, and to the scholars who examined my work and 
systems of teaching and pronounced them rational, 
although they differ much from the so-called u cut and 
dried " systems, much of which are unreasonable and un- 
scientific. 

Frank S. Fox. 
Columbus, Ohio, June 1, 1896. 



"No instrument of man's devising can reach the heart as does 
that most wonderful Instrument, the human voice. It is God's special 
gift and endowment to His chosen creatures. Fold it not away in a 
napkin." 



ARGUMENT. 

It seems almost impertinent to even think of present- 
ing any reasons why students, and all interested in a liberal 
education, should study in this realm of work. If this 
department of educational work had kept pace in develop- 
ment with most other lines of education ; or even if the 
study of Expression had kept the place that it once held 
in the scheme of education, reasons for its study would not 
now be necessary. After the Dark Ages began to fade 
away and the revival of learning took place, the progress 
of the educational plan was unequal and very slow. More 
rapid strides have been made in the last quarter of a cen- 
tury than in any previous whole century in the world's 
history. It used to be advocated, that if one is versed 
in language nothing else is necessary ; and some of the 
hoary heads hold to this theory yet. Finally, a little of 
the study of mathematics and a little of natural science 
was added. We are now nearing the time when a like 
proportion of all the arts and sciences constitute the cur- 
riculum for the liberal education of man. In this curricu- 
lum Elocution, Expression, Oratory, constituting a single 
field of study, are surely finding their places. Persons 
must have a better reason for discarding the study and 
treating it with contempt than that they are wholly igno- 
rant of its true value as an educational factor, and that 
they themselves are wholly without the capabilities of 
mastering its difficulties. We are speaking of the work 
outside of the field of imitation (" parrot and monkey 
business " ) that is advocated by some teachers, who are 
not and never have been students of the work. We mean 
those persons who believe the stimma sutnmartim, sum 
total, is had in being able to recite a few selections in imi- 
tation of the teacher. This is truly farce. But is this a 
plausible reason for condemning the real study? We 
think not. Persons who have studied it from the stand 
point of a science as the basis, and an art, meaning the 
application of the science, do not condemn the work. 
Science ! you echo. Yes, science ; for it is the study and 



development of the whole man, and man is a bundle of 
science. Men and women who have studied in this way 
do not look on the work, " scorning the base degrees by 
which they did ascend." We can only cite a few : 

Henry Ward Beecher says : " I owe much of my suc- 
cess in life to the fact that for thirty years I spent a 
part of each day in elocutionary practice." Also, " Many 
an idea has been driven home by an explosive tone.'' 
Also, " I advocate in its full extent and for every reason of 
humanity, of patriotism, and of religion, a more thorough 
culture of oratory." Also, "Oratory should take its place 
among the highest departments of education." 

John B. Gough says : " Do nothing in imitation of a 
teacher ; avoid all his mannerisms. But if he shows you 
underlying principles of speaking, exercises to develop 
and train your voice, to make you graceful in gesture — 
practice perseveringly, patiently and critically." Also, 
u I would advise every aspirant to eloquence to carefully 
cultivate his voice, to acquire a perfect command of that 
organ, if possible. By careful, earnest, frequent training, 
a defective voice may not only be improved, but an aston- 
ishing mastery gained over it. A naturally harsh voice, 
which without training would grate upon the ears of others, 
may be so brought into subjection as to become musical in 
all its modulations. A power may be gained of uttering 
clear, prolonged, trumpet tones, or sounds as sweet and 
penetrating as the echoes lingering about the soul long 
after their lips have ceased speaking to us ; as some voices 
will echo on forever." 

William Ewart Gladstone says: "Many a profes- 
sional man now in obscurity might rise to the highest rank 
if he were far-seeing enough to train his voice and body, 
as well as his mind." 

Cicero, after being trained by the orator Crassus, said 
concerning the training in elocution : " Every passion of 
the heart has its appropriate look, tone and gesture; and 
the whole body of man, and his whole countenance, and 
all the voices he utters, re-echo like the strings of a harp 
to the touch of every emotion of his soul." 

Bishop Matthew Simpson says: "God has given us 
organs which need development. There are many reasons 
why elocution should be to us a matter of great concern. 
The first, I notice very briefly, is the age in which we live. 
Christian nations are sending out teachers to the ends of 
the earth, but as they are to teach, they should be pre- 
pared to teach not only matter, but manner. Our lan- 
guage is girdling the globe. From nation to nation it is 
beginning to pass, and an American finds himself at home 
almost everywhere on this round earth. We are a nation 
of speakers." We might add right here that we begin in 



infancy. Wendell Phillips used to say: "As soon as 
the Yankee baby can sit up in his cradle, he calls 
the nursery to order, and proceeds to address the house." 

Language is the basis, and this we begin in child- 
hood. 

Rufus Choate says to his son : "I hope that you will 
from the start cultivate Elocution. The power of speak- 
ing with grace and energy ; the power of using aright the 
best words of our noble language is itself a fortune, and a 
reputation, if it is associated and enriched by knowledge 
and sense. I would, therefore, give a special attention to 
all that is required of you in this department. Delibera- 
tive eloquence, in its highest forms and noblest exertion, 
is the utterances of men of genius, practiced, earnest and 
sincere, according to a rule of art.'' 

Emerson says : "A good reader summons the mighty 
dead from their tombs, and makes them speak to us. Is 
it not worth the ambition of every generous youth to train 
and arm his mind with all the resources of knowledge, of 
method, of grace, and of character, to serve such a con- 
stituency?'' 

John Quincy Adams says : u Rhetoric can never con- 
stitute an orator. No human art can be acquired by the 
mere knowledge of the principles upon which it is founded. 
But the artist, who understands its principles, will exer- 
cise his art in the highest perfection. The profoundest 
study of the writers upon architecture, the most laborious 
contemplation of its magnificent monuments, will never 
make a mason. But the mason thoroughly acquainted 
with the writers, and familiar to the construction of those 
monuments, will surely be an abler artist than the mere 
mechanic, ignorant of the mysteries of his trade and even 
of the names of his tools." 

Dr. William M. Taylor, in The New Princeton Re- 
view, says : ,4 If we desire to prepare a young man for 
doing effective service as a speaker, we should take care 
that while he is yet in this formative stage, and, so to 
speak, in the gristle, with his habits yet to be acquired, he 
should be committed to the care of a wise teacher to learn 
the arts of reasoning and composition ; and, if possible, 
to that of a still wiser teacher to take lessons in Elocution. 
[The italics are my own.] Dr. Thomas Guthrie tells us 
that during his student life in Edinburg he attended Elo- 
cution classes winter after winter, walking across half the 
city and more, fair night and foul, and not getting back to 
his lodging till about half-past ten. There he learned to 
find out and correct many acquired and more or less awk- 
ward defects in gesture ; to be, in fact, natural ; ( this is a 
hard blow to the opposition that this man should learn to 
be natural. Author)-, to acquire a command over his voice 



so as to suit its force and emphasis to sense, and to modu- 
late it so as to express the feelings, whether of surprise or 
grief, or indignation or pity. * * * * And everyone 
who listened to his sermons from the pulpit, or his 
speeches from the platform, will attest that they lent a 
charm even to his eloquence." 

A biographer of Whitefield asks this question : " Why 
did he [Whitefield] produce such an effect on different 
minds, so different in original endowment and in cultiva- 
tion ? " The same biographer answers it thus : "Because 
among other reasons he gave attention, laborious, careful, 
unwearied attention, to both the composition and the 
delivery of his discourses. He left nothing to accident 
that he could regulate by care. Benjamin Franklin has 
confirmed the observation of Foote and Garrick, that 
Whitefield's oratory was not perfected until he had deliv- 
ered a sermon for the fortieth time." What a blow to 
those who sneer at repetition until a principle is a part of 
the student's self. If it were politic we could name men 
on the lecture platform to-day whose eloquence entrance 
an audience; and these same lecturers will testify that 
they have delivered their productions upwards of a thou- 
sand times. 

Lord Macauley says in his life of William Pitt : "He," 
(Pitt) "had indeed been carefully trained from infancy in 
the art of managing his voice — a voice naturally clear 
and deep-toned. His father, whose oratory owed no small 
part of its effect to that art, had been a most skillful and 
judicious instructor. At a later period the wits of Brookes' 
irritated by observing, night after night, how powerfully 
Pitts' sonorous elocution fascinated the rows of country 
gentlemen, reproached him with having been ' taught by 
his dad on a stool.' " 

Demosthenes, who was trained by Satyrus, said : 
" The requisites for an orator are acting, acting, acting." 
This declaration requires a little thought. He did not 
mean that action which consists chiefly of sawing the air 
and boring the audience, as it not unfrequently occurs, but 
the use of mind, body and voice. 

But enough; why compile more? Every student of 
history knows that true advancement in any line is the 
result of training and study. If training has been an im- 
portant factor in the lives of these great men, let us con- 
sider next what is 

Elocution, Expression, Oratory ? 

While these three terms are not synonyms, we wish 
to treat them as belonging to and forming a part of one 
great study. Their origin {elocution from e — out, and 
loquor — speak; expression, ex — out, and premo — press; 



oratory, oro — pray) are widely different roots. In a 
measure they are being applied to the same kind of work. 
They differ only as they are applied to distinctive fields of 
the work. 

Elocution is the theory or the investigation in the 
several sub-divisions, as voice devolopment, voice build- 
ing, composition, phrasing, emphasis, modulation, melody, 
enunciation, articulation, climax, cadence, rate, force, 
stress ; in a word the theory of speech culture. 

Expression is the power, either natural or acquired, 
which one possesses to do the work embodied in these 
several sub-divisions. 

Oratory is the grand consummation or bringing into 
use all the several parts and peculiarities of each division 
as required to express forcibly the thought, so as to repre- 
sent a finished whole. The acme of this achievement 
represents a life work, and the representative is said to be 
talented ; but talent is in a measure the product of unre- 
mitting study. The great plan of learning is to inves- 
tigate, to develop, to apply. Is there any 

Place in the Educational Field 

for this study ? Let us see. The merits and value of 
anything are best estimated by either what it has done or 
can do, or both. Expression has been the most influential 
factor in shaping the history of man. It has lifted him 
from the depths of barbarism into the enjoyment of the 
enlightened age ; it has kindled his fiery zeal until he has 
sacrificed all for the principles oratory has taught ; it has 
called together and pursuaded armies to march forth to do 
and to die. Through its seductive influence one man has 
gathered enough power around him to lay waste a whole 
country, and carry the palm in triumph to his own people. 

The Great Teacher promulgated the doctrines of 
Christianity with such power of expression and such burn- 
ing eloquence that even his enemies feared to take him. 
He was the greatest orator. Paul gave us his wonderful 
code of ethics, and his oratory was irresistible. Spartacus 
used his powerful oratory against Roman slavery, and 
incited two hundred of his fellow slaves to rebellion ; how- 
ever, only seventy of the number escaped, and with this 
handful he went forth, and by the power of his eloquence 
gathered enough followers to his standard, and for nearly 
two years he held them together and defied the flower of 
the Roman army. 

Columbus, through the power of his oratory, enlisted 
the aid of the Spanish sovereigns, and America was given 
to the civilized world. By this same expression he quelled 
the mutiny on board the ships, which, had it triumphed, 
all would have been lost. 



The Expression of Cicero gave us a code of justice. 
Demosthenes, by his oration " For the Crown," drove his 
enemy and the enemy of the freedom of Greece, iEschines, 
into voluntary exile. Martin Luther threw his invective 
style into his oratory with such force that the corrupt 
clergy quailed beneath its crushing blows, and the Reform- 
ation was the result. John WiclifTe, before him, raised his 
eloquence against the See of Rome, drove back his en 
croachments, and started the reformation in England. 
Lord Derby saved the coercion bill from an ignominious 
defeat by the genius of his oratory. Pitt and Burke, by 
their burning eloquence in parliament, championing the 
cause of the Americans, did much for the freedom of the 
colonists, so much that the stubborn king consented to 
their liberation. Wilberforce, when he introduced his bill 
against slavery in parliament, found he was alone on the 
subject. At intervals for fifteen years he plead his cause, 
and his powerful oratory won. His influence spread, and 
after twenty-nine years more had elapsed the influence of 
this eloquence won others, and so procured the freedom of 
the slaves in all the colonies of England. His work had 
been caught up on this side of the Atlantic. Look at this 
galaxy, who represent only a part of the long list who 
talked in freedom's cause : Thomas Jefferson, John Ran- 
dolph of Roanoake, John Quincy Adams, Daniel Webster, 
Charles Sumner, Wendel Phillips, Henry Ward Beecher, 
Abraham Lincoln, James A. Garfield, and a hundred others. 

These great orators used their powers for the cause of 
humanity. The eloquent words of men and women called 
forth the great army from the peaceful pursuits of life to 
take up the sword and the musket, and the shock of con- 
tending armies was heard in our land. When the victo- 
rious eagles of the North proclaimed that right had tri- 
umphed, and the shackles which bound the slave and 
which separated husband and wife, parents and children, 
had been broken, and the curse driven from our fair land 
forever, then again did the orator bind the broken cords of 
friendship and lave the heated brow of the vanquished, 
until peace, happiness and loyalty again reigned supreme. 

Then there is Huss, the companion of Jerome, Boss- 
net, Knox, Wesley, Spurgeon, Tillotson, R. B. Sheridan, 
Hayne, Gibson, Blaine, and hundreds of others. All these 
men reached their fame through education. Indeed, his- 
tory proves that " not an eminent orator has lived but is 
an example of industry, and yet the almost universal feel- 
ing appears to be that eminence is the result of accident.'' 
All orators have had at least a liberal education to begin 
with, and then have been close students all their lives. 

With all the facts before us, certainly no person can 
say knowingly that there is no place in the scheme of 

10 



education for elocutionary study in all its phases. An 
orator has never been made yet by mere intellectual train- 
ing. The body and mind must be trained. This is essen- 
tial even for a liberal education. Professor Huxley says : 
" That man has a liberal education who has been so trained 
in youth that his body is the ready servant of his will, and 
does with ease and pleasure all the work that as a mechan- 
ism it is capable of; whose intellect is a clear, cold logic 
engine, with all its parts of equal strength." The three 
great divisions of the mind are Intellect, Will, Emotion. 
To be an orator or great teacher, all these must be trained. 
The present arrangement of curriculums puts the burden 
of work on the Intellect, and, as it were, one-third of the stu- 
dent's power is trained to meet life's battles. The Will 
chooses, directs, carries out the determination. Indecision 
is a great misfortune. Develop the Will. 

Emerson says : u Will is the measure of power. To 
a great genius there must be a great will. Genius is a 
delicate sensibility to the laws of the world, adding the 
power to express them again in some new form. He alone 
is strong and happy who has a will. The rest are herds.'' 
Surely this is enough reason that we should give more 
attention to the will. The development of the emotions 
makes us more sympathetic, enjoy the beautiful, resent 
wrong. If rightly cultivated it develops soul power, and 
we commune with both man and God. We grow by doing. 
If we will develop this trinity of mind we must use them. 
The practice of the principles which underlie true training 
in Expression will do this. 

The following outlined course of study will start the 
student in the right path and form a nucleus about which 
all his other study will cluster. The course does not con- 
tain all that a person will need, but it will form the founda- 
tion upon which to build the superstructure. The student 
who expects that he will get in his college course all the 
learning necessary for any vocation will be disappointed. 
The end of the college course is but commencement. This 
course of study will not make the finished orator, but it 
will give him a start up " young ambition's ladder," and 
this is all that can be said of any course. Success comes 
after. 



Course of Study for Graduation in Elocution. 

FIRST YEAR. 

FALL TERM. 

Latin— Grammar and Exercises. 
Mathematics — Ad vauced Arithmetic. 
Natural Science— Physical Geography. 
English -Advanced English Grammar. 

Theory of Elocution and one private lesson per week. Voice 
Culture. 

WINTER TERM. 

Latin — Grammar and Exercises. 
Mathematics— Advanced Arithmetic. 
English — Composition. 

Theory of Elocution and one private lesson per week. Voice 
Culture. 

SPRING TERM. 

Latin— Grammar and Exercises. 
Mathematics— Intellectual Arithmetic. 
English -Composition. 
Natural Science— Astronomy. 

Theory of Elocution and one private lesson per week. Voice 
Culture, Gesture Study. 

SECOND YEAR. 

FALL TERM. 

Latin— Grammar; Selections for Reading ; Composition. 

German -Easy Lessons (Dreyspring). 

English — Rhetoric. 

Physical Science— Elementary Physics. 

Elements and Principles of Reading and one private lesson per 
week. Vocal Music and Gesture. 

WINTER TERM. 

Latin— Grammar ; Selections for Reading. Composition. 

German— First German Reader (Dreyspring). 

Rhetoric. 

Mathematics — Algebra. 

Aesthetic— Physical Culture and one private lesson per week. 

SPRING TERM. 

Latin — Grammar; Selections for Reading ; Composition. 

German - Grammar and Reading. 

Mathematics — Algebra. 

Mental Science— Elementary Psychology. 

Physical Culture and one private lesson per week. 

THIRD YEAR. 

FALL TERM. 

Latin — Virgil. 

German— Wil helm Tell ; Harris' Composition and Grammar. 
History— History of the United States. 

Mathematics— Algebra. Etymological Analysis and one private 
lesson in Elocution per week. 

WINTER TERM. 

Latin — Virgil. 

German— Maria Stuart. Harris' Composition. 
Natural Science — Physiology. 

Mathematics— Geometry. Etymological Analysis and one private 
lesson in Elocution per week. 

12 



SPRING TERM. 

Latin — Virgil. 

German — Schiller's Historische Skizzen (Macmillan). 

English — American Literature. 

Mathematics— Geometry. 

Word Analysis and one private lesson in Elocution per week. 

FOURTH YEAR. 

FALL TERM. 

German— Nathan der Weise ; German Literature. 
French — Grammar and Reader. 
Mathematics— Geometry. 
History — History of England. 

Indian Club Swinging, Expression, one private lesson per week. 

WINTER TERM. 

German — Goethe's Meisterwerke ; German Literature. 
French — Grammar and Reader. 
Mathematics Higher Algebra. 
History- Ancient and Modern. 

Fencing, Boxing, one private lesson in expression per week. 

SPRING TERM. 

German— Scientific German ; German Literature. 

French - Science Reader ; Composition. 

Mathematics Higher Algebra. 

Natural Science -Botany. 

Vocal Physiology and Hygiene -One private lesson per week. 

FIFTH YEAR. 

FALL TERM. 

Logic — Deductive and Inductive Reasoning. 

Physical Science— Chemistry. 

Philosophy of Speech. 

Study of Plays — Shakespeare. One private lesson per week. 

WINTER TERM. 

Bible History. 

Shakespeare. 

Elements of Criticism. 

English Literature— One private lesson per week. 

SPRING TERM. 

Political Science Political Economy. 
English Literature. 

English— Philology. 

Studies in Acoustics, with Reference to Speaking— One private les- 
son per week. 

SIXTH YEAR. 

FALL TERM. 

Intellectual Science— Porter's Elements. 
Milton. Masterpieces of English Oratory. 
Bible and Hymn Reading. 

Original Orations Prepared and Delivered— One private lesson per 
week. 

WINTER TERM. 

Intellectual Science— The Emotions. 

Ethics — Theoretical and practical. 

Pedagogy. Extempore Speaking. 

Gamuts of Passion. One private lesson per week. 

SPRING TERM. 

Mental Science - Achmead's Psychology. 

Evidences— The Grounds of Theistic and Christial Belief. 

Social Science— Socialism. 

Comparative Study of Art Works. 

Histrionic Art— One private lesson per week. 

13 



This will constitute a course for graduation. Persons 
who have had the other literary studies, or their equiva- 
lent, or students taking or having taken a college course, 
can be graduated by simply taking Theory of Elocution, 
Voice Culture, Gesture Study, Physical Culture, Vocal 
Music, Fencing, Indian Club Swinging, Vocal Physiology 
and Hygiene, and the course of private 1 essions. Students 
not wishing to graduate can select their own course of 
work. The following is 

A Synopsis of the Lines of Study. 

Theory: Methods of breathing, for health and tone 
production; the attack and direction of tone; tone modi- 
fication ; resonance ; qualities of tone ; intellect ; emotion ; 
will ; development of throat for volume ; elementary 
sounds, their modification and classification ; articulation ; 
phrasing ; central thought word ; accent ; emphasis ; mod- 
ulation ; melody ; climax ; cadence ; swell ; stress ; force ; 
rate ; pathos ; humor ; invective ; physical culture, reasons 
for ; difference between gesture and movement ; princi- 
ples of gesture ; gesture-speech ; body must be brought 
under control of the mind or there can be no good ges- 
ture; gesture and thought ; body must be educated, then 
the inspiration of the time and place calls forth the gesture ; 
no fixed place or time for gesture, only must be sugges- 
tive of the thought ; voice gesture ; movement for the de- 
velopment of gesture ; movement of eyes ; mouth ; face ; 
head; fingers; hands; arms; torso; lower limbs; feet; step- 
ping ; position of head ; hands ; arms ; torso ; feet ; body ; 
sitting; standing; harmony of position with the classic 
studies of the great painters and sculptors. The speaker, 
a picture before his audience ; it is important that he is a 
pleasing one. Concepts and percepts of the mind in ex- 
pression. Development of intellect, of will, of emotion. 
The individual scope of the trinity. Conversation ; dra- 
matic work. Stage movement, positions. Acoustics to 
be observed in speaking ; of hall ; acoustic qualities of the 
body. Kindred studies. 

Voice Culture. — The voice can be developed as well 
as the mind. This includes voice development ; tone 
production ; development of power ; endurance, so the 
voice can be used two, four, six, eight, ten hours daily ; 
cure of huskiness, hoarseness ; prevention of the same. 
Necessity of stimulants for the voice, indicative of bad 
voice training and injurious. Low, gruff voices raised ; 
high, thin, shrill voices lowered ; orotund tone ; the per- 
fect voice ; a magnetic voice necessary for a pleasing 
speech ; vibration of tone ; standard of pitch ; swell of the 
voice ; melody ; cleanness ; resonance ; full tone ; very few 
perfect voices ; defective methods of voice training ; voice 

14 



a muscular production ; vocal callisthenics ; articulation ; 
the will in relation to the voice ; adaptation of voice to 
the subject-matter in hand ; tone of love, hate, the will, 
tone of explanation, of excitement ; tone moves with the 
emotions. 

Gesture Study for the expression of thought and feel- 
ing. " Gesture is magnetic, speech is not so." The sense 
lies in gesture and inflection, not speech. Gestures take 
the place of many words. The thought determines the 
gesture. No positive rules can be laid down for gesture ; 
gesture by rule is imitation, machine work; man is not a 
machine for such work. Develop the mind in art to con- 
ceive beautiful gestures, and then bring the body under 
control of the mind ; good, beautiful, graceful gesture will 
be the result, and no rules are needed. 

Exercises for the development of the body for gesture 
found under the topic of 

Physical Culture. — This consists of movements of feet, 
legs, arms, head, torso, body, fingers, hands, eyes, eye- 
brow^ mouth, nostrils, circles, curves, compound curves, 
straight lines, like and dislike movements, positive and 
negative action, movements for passion, pathos, wit, 
humor ; correction of bad positions ; symmetrical develop- 
ment of body, for health, vigor and endurance. Expan- 
sion, contraction, laws of development. Physiology and 
hygiene. 

Fencing for development of eyes, arms, waist mus- 
cles, steps and stepping, decisive action. 

Indian Clubs for development of arms, circles, curves, 
shoulders, chest, diaphragm. 

Vocal Music for melody, smoothness, rhythm and 
resonance. 

Vocal Physiology and Hygiene, a study of the muscles 
that produce voice to prevent and correct erroneous ideas 
concerning the voice ; how it is produced, how modified, 
how sent forth; laws of health concerning narcosis, diet, 
care of voice before using, after using, preventive and cure 
of clergymen's 

Sore Throat, Huskiness and Hoarseness. — This is 
caused by the wrong use of breath and tone production. 
Several hundred cases have been cured ; and I have never 
met a case that would not yield to treatment under the law 
of cause and effect — that is, remove the cause and the effect 
will leave of itself. Many cases that have baffled the skill 
of the physician have been successfully cured. The work 
is absolute. God made the vocal mechanism perfect, and 
if it goes wrong the fault is in misuse. 

Stammering and Stuttering likewise yield to mental 
and physical training. I have never had a case of stam- 
mering or stuttering that could not be cured by my method 



of psychical and physical treatment, when the student is 
faithful in performing his part of the work. The treatment 
is systematic, thorough, and the results permanent. The 
time required is from three weeks to three months as an 
average. It is not necessary for any person who stammers 
or stutters to go through life with this terrible affliction. 
There is no medicine, no cutting, no pain. It is a sensible 
treatment, but can not be accomplished in a week ; there 
must be time for development. In the 

Private Lessons the application of the principles of 
the work is made to suit each individual case. No two 
persons are constituted exactly alike ; no two will utter 
the same thoughts alike ; each has his own peculiarity, 
and the effort should be to preserve this peculiarity and 
not destroy it, but prune away and cultivate the expression 
so as to rid the person of the objectionable habits. While 
we are alike in the fundamental, we differ in the particular. 
The student is trained in principles until they are a part 
and parcel of himself. He comes to use the work then, 
just as he comes to use his mathematics, his language 
study, or his natural science. It is natural for him. He 
does not imitate as imitation is generally understood. He 
is a thinking, acting, percipient, telepathic entity. 

For Whom is this Work Intended? — It is certainly 
of practical use to 

The Minister, who holds the souls of men, as it were, 
in his palm. Biblical facts are important, but in this age of 
printing any person can get the facts at home. Every 
family can now have a Bible. Something more is neces- 
sary. Biblical truths will not suffice. There must be 
something to enforce truth. In the great plan, God is the 
source, the Bible the instrument, Man the power. When 
God calls a man to preach the gospel, he also calls him to 
prepare to preach. A knowledge of the Bible and a skillful 
knowledge of biblical lore are not sufficient. He must 
have a voice trained for days of endurance, with a pene- 
tration that will enable him to speak to thousands with 
such power of earnestness that his most pronounced oppo- 
sition will shrink before his speech. Mathews says : " The 
man who can not put fire into his speeches should put his 
speeches into the fire." His voice must have, too, that 
tenderness and sweetness when he wishes it, so that all 
will come to him and the child will claim him as a friend. 
His voice must be full, not thin ; deep, not shrill ; well 
modulated, not monotonous ; resonant, not harsh ; sympa- 
thetic, not repulsive; durable, not feeble. Then, too, he 
must be skilled in histronic expression, for in this element 
lies his greatest power. Channing says : " A man was not 
made to shut up his mind in itself, but to give it voice and 
to exchange it for other minds. Speech is one of our 

16 



grand distinctions from the brute." Speech is the gift of 
God, capable of wonderful development. The speaking 
machine is perfect ; for its perfect use a trained machinist 
is required, one who has a knowledge of every part and 
can manipulate its workings at will. God spoke to man- 
kind through speech, and the world is to be redeemed with 
it. How slow the redemption with an army of untrained 
speakers! What general would risk a battle willingly, 
where his all is at stake, with an army of half-trained 
soldiers? The great Preacher of Galilee was a perfect, 
trained orator by the Father. He had a voice that he 
could speak for hours at a time in the open air, day after 
day, and to thousands. His gesture was so powerful that 
his enemies dared not take him while he was talking ; his 
expression so admirable and perfect that Peter never forgot 
a single look; his oratory so complete that his enemies 
declared that " never man spake like this man " (John vn. 
46). He is the perfect type, the model, and the charm: 
" Be ye also perfect " as far as lies in your power. " Let 
your speech be alway with grace'' (Col. iv: 6). 

Next to that of the minister in responsibility and im- 
portance as a life calling, is 

The Teacher. — Martin Luther said, " If 1 were to leave 
my office as preacher, I would next choose that of school- 
master or teacher ; for I know next to preaching this is the 
greatest, best and most useful vocation, and I am not quite 
sure which of the two is the better ; for it is hard to reform 
old sinners, with whom the preacher has to do, while the 
young tree can be made to bend without breaking." If 
Luther lived now he would probably say teaching is the 
greatest, with all due regard to the former. Preparation is 
as important for the teacher as the minister. Why do 
some fail as teachers ? Is it because they do not know 
enough? No. Their licenses have the very best of grades. 
What is the difficulty? It may be summed up in one 
■short sentence. They lack teaching power ; the power to 
give what they have received, a sort of drawing out pro- 
cess, expression. Their explanations and illustrations are 
dry and uninteresting. They lack decision and will 
power. Students become indifferent. The teacher is de- 
ficient in development and training in the powers of 
speech. Study carefully and critically the life of the great 
Teacher ; learn the secret element of His success ; He is 
your model. Book knowledge alone never yet made a 
successful teacher, and never will. We shall always have 
failures as long as the science and art of expression is neg- 
lected. To succeed we must develop the trinity, Intellect, 
Will, Emotion, and then gather, remember, express. A 
group of graces. 



The Lawyer, too, will find this study of equal advan- 
tage. Clear, expressive counsel will always please a client. 
A charming voice, clear articulation, good modulation and 
melody, with a clear, forcible expression of thought will 
always win. Of all professional people there are none who 
must decide more quickly than the lawyer. In his office, 
in the trial, before the judge or jury he must act quickly. 
Indecision is fatal. All his power of expression must be 
used. He needs a voice, strong, flexible, and capable of 
great fortitude. Addressing the jury, he must at times be 
intensely dramatic. Study the history and learn a lesson 
from great characters in this calling. Aeschines, Demos- 
thenes, Cicero, trained by Crassus, and was pronounced 
second to no lawyer at the Roman bar, Pitt, O'Connell, 
Jeffrey, Curran, Henry, Sumner, Clay, Butler, Ingersoll, 
all were taught and all were students of expression. 
The power of gesture wins many victories. History 
records that pleas by the dramatic lawyer before the 
Areopagus court were not permitted in daylight, only at 
night. The judges would not trust themselves to the 
seductive power of expression. The lawyer will find val- 
uable assistance for his work in the study of expression. 

The Scholar certainly can not afford to be without it. 
By the investigation and research in expression he will be 
enabled to see pictures more clearly, and paint them with 
his words more vividly. The writer must be a constant 
student of word painting. The reader in turn must be 
able to comprehend delineation, or he can not interpret 
understandingly and comprehensively. The scholar will 
find a mine of good for his work. 

The Lecturer can not succeed well without education 
of this kind. He has use for all the qualifications of a 
minister. The popular lecturer depending on the public 
for his calls, must be able to give the audience the pleas- 
ure and profit they demand. He must be an artist capable 
of producing art. His audience gathers full of expec- 
tancy. If he does not satisfy their anticipations he is 
judged a failure. The lecturer whose expression is limited 
or narrow can not hope to please a popular audience. He 
has a hard task, but not more difficult than 

The Public Reader who must play a double part, that 
of getting the thought and then expressing the thought. 
He must do more, he must intensify the thought or he can 
not hope to electrify the audience. To be a good reader 
the broadest culture is essential, otherwise the person will 
be more or less of a bungler. Many persons seem to have 
the idea that to repeat words is reading ; far from it. Ed- 
ucation is the first requisite for a good reader. An uned- 
ucated person can not tread the realm of the educated. 
Remember the Persian maxim : " A wise man knows an 

18 



ignorant one, because he has been ignorant himself; but 
the ignorant can not recognize the wise, because he has 
never been wise." So a person with little or no education 
can not be an intelligent reader. A well trained reader 
may find more meaning in a poem to be expressed than 
the poet had intended or understood. "Poets are born," 
and coming from the hand of God speak his mysteries 
and truths, but do not understand. A good reader has a 
broad, difficult task to perform when he attempts to please 
all in a popular audience. However, it is possible to read 
well, and not be able to move the feelings of all in the aud- 
ience, for it is not what one says that will move the listener, 
but that in the auditor's;experience which he can call to mind 
and cluster around the thoughts of the reader. These are 
the moving elements. So if nothing is suggested by the 
speaker that will form a nucleus the listener will not be 
interested. The reader must be broadly trained. Then, 
too, this work as an accomplishment stands second to 
none. x\rt, music, painting are all beautiful, but are not 
in as general use as Expression. A good reader in the 
home, in society or any where will always find use for his 
achievement. The study of elocution, expression, oratory 
is valuable to all. All must speak, all must commune 
with his fellow-beings, and all have a work to accomplish. 
The business man or woman, the professional and the 
laborer will each be benefited. 

The Physician should be thoroughly trained in Ex- 
pression for his work. If his demeanor is at fault he is 
resented by his patients. His voice should be sympa- 
thetic, kind and attractive. His bearing should be such 
that his very walk w r ould inspire confidence. Unless his 
patients have confidence in him he can not hope for great 
success. The psychic element is now attracting much 
attention in the field of medicine. The ruling element is 
Faith. Unless the patient has faith in the physician there 
will be little benefit. The hard, mechanical tone will 
often break a fever for a moment, because as soon as heard 
it sends a thrill of despair through the listener. When 
the physician's visit is dreaded there is something wrong 
with that silent influence that reaches out and tells upon 
all with whom we come in contact. Let the physician cul- 
tivate his voice, develop his body, train his mind to act 
quickly, and his success will be greater. 

Memory Training. — The benefit to the mind in this 
work is such that all who have taken it testify to its merits. 
I have had students in college who were spending two, 
three and four hours at work, that after they had studied 
in elocution could accomplish the same amount in one 
hour. Every student who has undertaken the work has 
found that he can carry his complete college work and 

19 



take the elocutionary work besides, and get better results. 
Instead of being obliged to go over a lesson two or three 
times, and then be in doubt as to whether or not he has it, 
one going over often suffices. In the study of Expression 
the retentive powers of the mind are developed. He sees 
things on the printed page more clearly and readily, and 
grasps them more quickly. If you doubt this, try it. I 
can recall to mind persons who stood at the foot of the 
class, and after taking up the work in Expression soon 
walked to the head. Twenty minutes ought to get any 
ordinary ten pages of history, literature or like subject. 
Try it and be convinced. 

The question is often asked, Is a teacher necessary ? 
Let us see. In very much of general study an earnest 
student will not need an instructor. For example : lan- 
guage, literature, mathematics, science. Elihu Burritt 
learned fifty-two different languages without a teacher, 
having attended only a grammar school. Andrew Johnson 
became quite a scholar and president of the United States, 
and he never went to school. Benjamin Franklin was a 
renowned statesman and philosopher, and spent but one 
year at school. Benjamin West, the foremost painter of 
his day, " was self-taught.'' James Ferguson, without a 
teacher, studied astronomy and mechanics, and thus be- 
came a great scientist. While a teacher in many things 
may not be absolutely necessary, to have one will be to 
gain much valuable time. But while in some things we 
may succeed without a teacher, when it comes to observ- 
ing oneself, it is most difficult. 

" O wad some power the giftie gie us 
To see oursels as others see us ! 
It wad frae monie a blunder free us." — Burns. 

In fact, in some things concerning ourselves we are 
not competent critics. We can not criticise our own voices 
because we do not hear them. Neither can a teacher be a 
competent voice trainer if his ear has not been trained to 
detect accurately qualities of tone. The tone a student 
can produce must determine the next step to be taken in 
his voice culture. As it is in training a voice, so it is in 
other things concerning ourselves. We need a teacher, 
and the best we can afford to engage. There is much 
teaching being done that is unscholarly, unscientific and 
unskilled. More good is done and more progress made by 
a student in one-half an hour with good teaching than in 
one hour and a half with teachers who are unskilled. 
Well qualified teachers do not require long time for lessons. 
Long lessons are indicative of bad teaching. In this work 
a teacher is quite essential. 

20 



ADDENDUM. 

Rates of Tuition for Regular Elocution. 

Fall term, 12 weeks, 2 private lessons per week $18 00 

Winter term, 12 w^eeks, 2 private lessons per week 18 00 

Spring term, 12 weeks, 2 private lessons per week 18 00 

Theory of Elocution, class per term 5 00 

Delsarte, Physical Culture, class per term 5 00 

Delsarte, private lessons, same tuition as private lessons in Elocution. 
For private lessons, less number than a term's work, per lesson . .$ 1 00 

Class of two students for elocution, per term each 12 00 

Class of three students 10 00 

Fencing, private or class lessons, same tuition as tor Elocution. 

The above tuition is very low, less than one-half charged at 
other schools for the grade and quality of work done. 

Length of private lessons, one- half hour. 

Length of class lessons, one hour. 

Lessons missed are counted unless two days' previous notice is 
given. 

No deviation from scheduled rates. 

Students who do not take an interest in their study will not be 
retained. We want only earnest students. 

General Information. 



LOCATION. 



Otterbeix University is located at Westerville, Franklin 
county, Ohio, on the Cleveland, Akron and Columbus Railroad, 
twelve miles north of Columbus. 

Westerville is a pleasant town of about 2,000 inhabitants, con- 
nected with the capital city by the Columbus Central Electric Rail- 
way. Its freedom from saloons and other low places of resort makes 
it an especially desirable place of residence for students. 

EXPENSES. 

The charges made by the University are : matriculation fee, to all 
in the College and Preparatory Departments, one dollar, and to all in 
the adjunct departments, twenty-rive cents. 

Boarding. — In the Ladies' Hall, good boarding, comfortable 
rooms, light, fuel, etc., are all furnished to the ladies at prices ranging 
from three dollars to three dollars and a quarter a week, according to 
location of rooms. The University furnishes neither boarding nor 
lodging for the gentlemen, but they find both in the village and make 
their own choice of location, subject to the supervision of the Faculty. 
At private boarding houses in the village, the prices range from two 
dollars to two dollars and a half per week. 

In clubs, boarding varies in price irom one dollar and sixty-five 
cents to two dollars and a quarter a week. 

Rooms vary in price according to location and furnishing. A 
room for one student can be had at rates varying from fifty cents to 
one dollar and a quarter a week. Two students can room together 
and reduce their expenses nearly one half. 

Fuel and Light will cost from ten to twenty dollars a year. 
Coal is delivered at from two dollars and fifty cents to three dollars a 
ton for bituminous, and six to seven dollars a ton for anthracite. 

21 



Calendar. 



1896. 



Fall Term begins Wednesday, September 4 

Fall Term ends Tuesday, December 24 

VACATION -Two Weeks. 

1897. 

Winter Term begins Wednesday, January 8 

Winter Term ends Friday, March 27 

Spring Term begins Monday, March 30 

Spring Term ends Wednesday June 10 

For other information address the President, Westerville, Ohio, 
or Frank S. Fox (the Instructor), 1425 Franklin Ave., Columbus, O. 



KIND WORDS. 

Prof. Frank S. Fox, A. M., has been with us for nearly two weeks, 
giving public entertainments, talks and readings before the school, 
and private instruction to members of the faculty and students. As 
a teacher of elocution, oratory, etc., he is among the first in his pro- 
fession ; as a lecturer he is unsurpassed ; as a christian gentleman he 
is worthy the confidence of all. It is with pleasure that I commend 
him and his work, and solicit personal reference. 

Rev. Geo. P. Hott, 

Nov. 12, 1895. Principal Shenandoah Institute, Dayton, Va. 

This is to certify that I have had the privilege of seeing Prof. 
Frank S. Fox in his work as an instructor in reading and elocution. 
He is master of his subject, lucid in explanation, and inspiring as a 
teacher. His talks on "Reading and Literature" are gems. As an 
entertainer he ranks among the best of the day. 

J. A. Shaw an, 

June 2, 1896 Sup't Schools, Columbus, Ohio. 

This is to certify that I am personally acquainted with Mr. Frank 
S. Fox. and know him to be a young man of good moral character 
and christian integrity. He possesses a superior ability as an elocu- 
tionist, and as a teacher of his profession he is fully qualified. Mr. 
Fox's entertainments are of such a character that church societies 
may secure his services with perfect propriety. R. C. Ward, 

U. B. Evangelist, Canton, Ohio. 

You did your work exceedingly well. 

Hon. Daniel H. Hastings, 

Governor of Pennsylvania. 

I was troubled with voice breaking during public speaking. 
Having entirely recovered from the difficulty, much credit is due 
Prof. F. S. Fox, from whom I received private instruction. I can 
cheerfully recommeud him as a competent teacher. 

Rev. A. F. Upp, 
Pastor M. E. Church, Barberton, Ohio. 

To whom it may concern : It gives me pleasure to commend 
Prof. Frank S. Fox to any person desiring either voice culture or cor- 
rection of voice defects. In three weeks' time he lowered my voice 
from one-half to two-thirds of an octave. His methods are systematic, 
patient and winning, and sure success follows if the patient does his 
part faithfully. In the six weeks we spent together he rid my vocal 

22 



organs of the dryness to which they were wonted when exercised in 
addresses. Also, he very much strengthened my voice, both for low 
and high keys, and corrected my manner of breathing, so that at the 
close of an hour's address the voice is in better condition than at the 
beginning. Kindly, L. L. Ford, M. A., 

Principal Manual Training School, Philadelphia, Pa. 

I was troubled seriously with my throat, so much so that it was 
with difficulty that I could talk, and more especially sing. I doctored 
for it without relief. I did not know then, as I think now, that it 
was caused mainly by the improper use of the throat. After taking 
ten lessons of voice culture under Prof. F. S. Fox's instructions, I 
can now sing and talk with ease, and what is best of all is that under 
his directions the more one uses the proper organ the better the de- 
velopment. I take pleasure in recommending him to the public as 
an efficient teacher of elocution. Respectfully, 

W. D. Stem, 

Ashland, Ohio. Teacher in High School. 

I take great pleasure in saying that Prof. Frank S. Fox was one 
of the instructors in Jefferson County (Ohio) Institute of last August, 
and gave us two evenings' elocutionary entertainments. Professor 
Fox's lectures in his line in the institute, and his entertainments in 
the evenings, are regarded by myself and by the teachers present as 
the most instructive and entertaining we have had for many years. 

J. Buchanan, 
Twenty years President of Jefferson County (Ohio) Institute. 
Steubenville, Ohio, Sept, 18, 1894. 

I listened with pleasure to several lessons on reading and elocu- 
tion by Prof. F. S. Fox, of the Ashland University, Ashland, Ohio, 
and I am free to say his thoughts, so admirably expressed, were full 
of instruction to both pupil and teacher. The energy and vigor 
he exemplifies and his adaptation of voice to the subject matter, en- 
title Professor Fox to the many words of commendation spoken of 
him. J. C. Hartzler, 

Sup't of Xewark Schools, Newark, Ohio. 

Prof. F. S. Fox, of Pittsburgh, paid us a brief but pleasant visit. 
The hand of a master smites the lyre when Professor Fox takes the 
platform. Sup't J. W. Scott, Loudonville, Ohio. 

The annual commencement address of the South Solon high 
school was delivered by Prof. Frank S. Fox, of Columbus, Ohio, on 
May 7th, and on the following evening he gave an elocutionary en- 
tertainment. On both evenings his work was most satisfactory, 
holding the closest attention of the large audience until a late hour, 
and showing the same rare elocutionary ability and magnetism 
that characterized his work in our teachers' institute last August. 
Professor Fox is one of Madison county's favorites. 

D. J. Schttrr. 

June -4, 1896. Sup't South Solon Schools. 

Prof. Frank S. Fox lectured at Rio Grande College on "The 
Mind a Phonograph ; or the Mission of Education." His lecture 
gave great pleasure and satisfaction. The thought is good and is 
finely expressed and illustrated. The lecture is very appropriate for 
schools and educational meetings. 

Rio Grande, Ohio, June 15, 1896. J. M. Davis. 

President of Rio Grande College. 



23 



CONTENTS. 



PAGE . 

Prefatory 4 

Argument 5 

Beecher, Henry Ward ; Gougk, John B. ; Gladstone, William 

Ewart; Cicero ; Crassus ; Simpson, Bishop Mathew 6 

Phillips, Wendell ; Choate, Hums ; Emerson, Ralph Waldo ; 

Adams, John Quincy ; Taylor, Dr. William M. ; Guthrie Dr. 

Thomas 7 

Whitefield ; Franklin, Benjamin ; Foote ; Garrick ; Macauley ; 

Pitt, William ; Demosthenes ; Satyms 8 

Elocution, Expression, Oratory 8 

Place in the Educational Field 9 - 

The Great Teacher; Paul ; Spartacus ; Columbus 9 < 

Cicero; Demosthenes; iEschines; Luther, Martin; WiclifFe, 

John ; Lord Derby ; Pitt ; Burke ; Wilberforce ; Jefferson, 

Thomas; Randolph, John ; Adams, J. Q. ; Beecher, H. W. ; 

Lincoln, Abraham; Garfield, James A.; Huss; Jerome; 

Bossnet ; Knox ; Wesley ; Spurgeon ; Tillotson ; Sheridan, R. 

B. ; Hayne ; Gibson ; Blaine 10 

Huxley ; Emerson 11 

Course of Study 12 . 

Synopsis of the Lines of Study 14 

Voice Culture 14 

Gesture Study 15 

Physical Culture 15 

Fencing; Indian Clubs, Vocal Music; Vocal Physiology and 

Hygiene , 15 

Sore Throat, Huskiness and Horseness 15 

Stammering and Stuttering 15 

Private Lessons 16 

The Minister 16 

The Teacher 17 

The Lawyer ; The Scholar ; The Lecturer ; The Public Reader . . 18 

The Physician 19 

Memory Training 19 

Addendum ; Tuition, etc 21 

General Information 21 

Calendar 22 

Kind Words 22 . 



24 



?(0 

Tfa 



LIBRARY OF CONGRESS 



027 249 332 7 # 






Hollinger Corp. 



